(The Clarifying Routine: Elaborating Vocabulary Instruction )

By: Edwin S. Ellis (2002)

When you think of vocabulary, there is a good chance that you think of
long lists of words from social studies or science textbooks, spelling
word lists, or even the humongous lists of terms to study for college
entrance exams. Zillions of flash cards also may come to mind. No doubt
you share the common childhood experience of having to "go look up the
words in a dictionary, write the definition, and then write a sentence
using the term" -- but how much of that vocabulary do you remember now?
Do you remember how you could rote copy the definition of a term as part
of a homework assignment, but have no real idea what the definition
meant and still get an 'A' on the assignment?

Perhaps the least effective way to study vocabulary is the "look and
remember" technique. Here, students typically stare at the term and
definition, apparently trying to activate photographic memory they wish
they had. Another common study technique is 'rote verbal rehearsal' --
saying the word over and over again, usually in the exact language and
format from which the definition originally came.

Ross Perot, with his unique use of the English language, said it best --
"That dog don't hunt!" In other words, many of the traditional
techniques teachers and students use to learn vocabulary does not work
because most students, not just those with learning problems, rarely
remember the meanings of new terms beyond the test. This raises a very
disconcerting question: If students don't remember the definitions of
new terms after the test, why bother requiring them to memorize these
definitions in the first place since it seems to be a waste of time?

We know from research that new terms must be defined using language and
examples which are already familiar to students, and that the more ideas
from background knowledge with which the student can associate the new
term, the more likely it will become well 'networked' and permanent part
of memory. There are a variety of tactics and strategies that can be
mediated by the teacher to help students understand and remember new
terms as well as the significance of important names, events, places, or
processes. All of these tactics involve facilitating elaboration in
various ways.

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